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Книги з теми "Post-Schooling"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Post-Schooling.

Автор: Grafiati

Опубліковано: 27 березня 2024

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1

Harber, Clive. Post-Covid Schooling. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5.

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2

Silova, Iveta, Nelli Piattoeva, and Zsuzsa Millei, eds. Childhood and Schooling in (Post)Socialist Societies. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62791-5.

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3

McKinney, Carolyn. Language and Power in Post-Colonial Schooling. New York : Routledge, 2017. | Series: Language, culture, and: Routledge, 2016. http://dx.doi.org/10.4324/9781315730646.

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4

Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17689-1.

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5

Carneiro, Pedro. The evidence on credit constraints in post-secondary schooling. Cambridge, MA: National Bureau of Economic Research, 2002.

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6

Toit, Jacques Du. Independent schooling in post-apartheid South Africa: A quantitative overview. Cape Town, South Africa: HSRC Publishers, 2004.

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7

O'Rourke, Pacelli. Self identity, development and the transition to post primary schooling. Dublin: University College Dublin, 1996.

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8

Ornstein, Allan C. Teaching and schooling in America: Pre- and post-September 11. Boston: Allyn and Bacon, 2003.

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9

Bireda, Martha R. Schooling poor minority children: New segregation in the post-Brown era. Lanham: Rowman & Littlefield Education, 2011.

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10

Bireda, Martha R. Schooling poor minority children: New segregation in the post-Brown era. Lanham: Rowman & Littlefield Education, 2011.

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11

Hannan, Damian. Schooling decisions: The origins and consequences of selection and streaming in Irish post-primary schools. Dublin: Economic and Social Research Institute, 1987.

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12

Treacy, Elizabeth Ann. Education for mutual understanding in Enniskillen: Educational responses to violence in post-primary schooling and curriculum. [s.l: The Author], 1989.

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13

Hartley, Robyn. Getting a lot further--: Some factors influencing decisions which ethnic families make about children's schooling and post-school futures. Melbourne: Government Printer, 1987.

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14

Victoria. Department of Education. VET in schools: A study of post-schooling destinations : destinations of students enrolled in VET in schools programs in 1997. Melbourne: Dept. of Education, 1999.

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15

Polesel, John, and University of Melbourne. Educational Outcomes Research Unit. The 1998 VET in Schools cohort: How do their post-schooling destinations compare? destinations of students enrolled in VET in Schools programs in 1998. Melbourne: Dept. of Education, Employment and Training, 2000.

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16

McInch, Alex. Working-Class Schooling in Post-Industrial Britain. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/9781800434684.

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17

Fataar, Aslam. Engaging Schooling Subjectivities Across Post-apartheid Urban Spaces. SUN MEDIA, 2015. http://dx.doi.org/10.18820/9781920689834.

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18

Hagedorn, Michael. Post-Dated: The Schooling of an Irreverent Bonsai Monk. Crataegus Books, 2008.

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19

Harber, Clive. Post-Covid Schooling: Future Alternatives to the Global Normal. Springer International Publishing AG, 2022.

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20

Harber, Clive. Post-Covid Schooling: Future Alternatives to the Global Normal. Springer International Publishing AG, 2022.

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21

Ornstein, Allan. Teaching and Schooling in America: Pre- and Post-September 11. Allyn & Bacon, 2002.

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22

McKinney, Carolyn. Language and Power in Post-Colonial Schooling: Ideologies in Practice. Taylor & Francis Group, 2016.

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23

McKinney, Carolyn. Language and Power in Post-Colonial Schooling: Ideologies in Practice. Taylor & Francis Group, 2016.

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24

McKinney, Carolyn. Language and Power in Post-Colonial Schooling: Ideologies in Practice. Taylor & Francis Group, 2016.

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25

McKinney, Carolyn. Language and Power in Post-Colonial Schooling: Ideologies in Practice. Taylor & Francis Group, 2016.

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26

Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies: Education for Transformation? Palgrave Macmillan, 2019.

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27

McInch, Alex. Working-Class Schooling in Post-Industrial Britain: Only Schools and Courses. Emerald Publishing Limited, 2022.

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28

McInch, Alex. Working-Class Schooling in Post-Industrial Britain: Only Schools and Courses. Emerald Publishing Limited, 2022.

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29

Suleymanova, Dilyara. Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia. Springer International Publishing AG, 2021.

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30

Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies: Education for Transformation? Palgrave Macmillan, 2019.

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31

Suleymanova, Dilyara. Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia. Palgrave Macmillan, 2020.

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32

Bireda, Martha R. Schooling Poor Minority Children: New Segregation in the Post-Brown Era. Rowman & Littlefield Education, 2011.

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33

McInch, Alex. Working-Class Schooling in Post-Industrial Britain: Only Schools and Courses. Emerald Publishing Limited, 2022.

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34

Ornstein, Allan C. Teaching and Schooling in America: Pre- and Post-September 11, MyLabSchool Edition. Allyn & Bacon, 2005.

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35

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Taylor & Francis Group, 2014.

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36

Walling, Donovan R. Under Construction: The Role of the Arts and Humanties in Post-Modern Schooling. Phi Delta Kappa Educational Foundation, 1997.

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37

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Taylor & Francis Group, 2014.

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38

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Taylor & Francis Group, 2014.

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39

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Routledge, 2014.

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40

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Taylor & Francis Group, 2015.

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41

Bower, Beverly. Black Education in South Africa: Comparisons of Post-Apartheid and U.S. Integrated Schooling. RoutledgeFalmer, 2003.

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42

Paul, Morris, Edward Vickers, and Naoko Shimazu. Imagining Japan in Post-War East Asia: Identity Politics, Schooling and Popular Culture. Taylor & Francis Group, 2014.

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43

Rose, Pauline Margaret. Cost-sharing in Malawian primary schooling: From the Washington to the post-Washington consensus. 2002.

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44

Kodikara, Ananda. Schooling, politics and the state: The pattern of postsecondary schooling changes in Ontario from Post-World War II (1945) up to Bovery Commission (1985). 1986.

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45

Toit, Jacques Louis du. Independent Schooling in Post-Apartheid South Africa: A Quantitative Overview (Religion and Culture in the Middle Ages series). Human Sciences Research Council, 2005.

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46

Mqota, Velile, and Velile Mgota. Education and Democracy: A View from Soweto: A Vision for Closing Achievement Gap in Post-Apartheid Schooling Through Changing Belief and Pract (N/a). Mqota Publishers, 2004.

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47

Myles, John. Three Challenges for the Social Investment Strategy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0032.

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Анотація:

Three challenges are highlighted in this chapter to the realization of the social investment strategy in our twenty-first-century world. The first such challenge—intertemporal politics—lies in the term ‘investment’, a willingness to forego some measure of current consumption in order to realize often uncertain gains in the future that would not occur otherwise, such as better schooling, employment, and wage outcomes for the next generation. Second, the conditions that enabled our post-war predecessors to invest heavily in future-oriented public goods—a sustained period of economic growth and historically exceptional tolerance for high levels of taxation—no longer obtain. Third, the millennial cohorts who will bear the costs of a new, post-industrial, investment strategy are more economically divided than earlier cohorts and face multiple demands raised by issues such as population aging and global warming, among others.

48

Hytten, Kathy. The Oxford Encyclopedia of Philosophy of Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/acref/9780190919726.001.0001.

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Анотація:

108 entries This edited collection provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range topics, ideas, and diverse perspectives from around the world. Each chapter is an in-depth exploration of a philosophic topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the chapter authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle commonsense, propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities. The volume is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education.

49

Payne, Joan. England and Wales Youth Cohort Study: Qualifications Between 16 and 18;a Comparison of Achievements on Routes Beyond Compulsory Schooling (Youth Cohort Series: 32). The Stationery Office Books (Agencies), 1995.

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50

Emadi, Hafizullah. Culture and Customs of Afghanistan. Greenwood Publishing Group, Inc., 2005. http://dx.doi.org/10.5040/9798400635168.

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Анотація:

Afghanistan has been at the crossroads of many cultures and civilizations, occupying a unique place in the cultural geography of Central Asia. Invading tribes and armies passed through ancient Afghanistan and left their imprint on the culture, customs, and way of life there. In recent history, Afghanistan has been the focus of international attention since the Soviet invasion and occupation of 1979-1989, the brutal civil war that ensued, and the subsequent U.S. invasion to topple the Taliban regime. As the country struggles to stabilize and rebuild, this volume is the first to reveal the people and ways of life that have been in flux for so long. Emadi brings an insider's knowledge and authority to the accessible narrative. Students and general readers will find a clear explanation of the land, people, economy, social stratification, and history as context for the chapters that follow. In the chapter on Religion and Religious Thought, the predominant Islamic religion is largely intertwined with political events that have brought Afghanistan such attention. The lesser-known literature and the arts are brought to light next. A strong Architecture, Housing, and Settlements chapter highlights many styles unfamiliar to most Westerners. Coverage of Afghan cooking and cuisine brings a more intimate understanding of the culture. The chapter on Family, Women, and Gender will draw readers in with its survey of how the family works, what is expected of women, and what courtship, marriage, childrearing, and education are like today. A standout of the Festivals and Leisure Activities chapter is the vivid rendering of the sport called Buzkashi, where men on horseback vie to move an animal carcass across a field to a goal. A final chapter on Lifestyles, Media, and Education describes the urban vs. rural lifestyles, the state of communications, and the prospects for schooling post Taliban. A country map, glossary, resource guide, and photos complement the text.